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    Teachers of Multiple Languages: Identities, Beliefs and Emotions
    Teachers of Multiple Languages: Identities, Beliefs and Emotions
    Teachers of Multiple Languages: Identities, Beliefs and Emotions
    Ebook393 pages5 hours

    Teachers of Multiple Languages: Identities, Beliefs and Emotions

    By Eric K. Ku

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    This book argues that teachers of multiple languages (TMLs) form a distinct group of language teachers and that the study of this largely overlooked demographic group can reveal new insights into how we perceive and research language teachers. The book highlights the narratives of three TMLs from diverse global contexts, examining their journeys in navigating their careers as well as traversing multiple worlds and developing additional ways of being through new identities, beliefs and emotions. The author offers new, globally-relevant insights for language teaching research at individual, pedagogical and institutional level and demonstrates that teaching multiple languages is an emerging transnational phenomenon that cuts across age, languages, countries, institutions and career stages. By furthering our understanding of why and how some multilingual language teachers have expanded and changed their careers through teaching additional languages, the book offers a new perspective on how language teaching careers are changing in an increasingly globalized, multilingual world.

    LanguageEnglish
    PublisherMultilingual Matters
    Release dateSep 4, 2023
    ISBN9781800414549
    Teachers of Multiple Languages: Identities, Beliefs and Emotions
    Author

    Eric K. Ku

    Eric K. Ku is a Specially Appointed Associated Professor at Hokkaido University, Japan. He serves on the Editorial Advisory Board of TESOL Journal and his research interests include language teacher identities, multilingualism, linguistic landscapes and visual methods of qualitative research. 

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      Book preview

      Teachers of Multiple Languages - Eric K. Ku

      Teachers of Multiple

      Languages

      PSYCHOLOGY OF LANGUAGE LEARNING AND TEACHING

      Series Editors: Sarah Mercer, Universität Graz, Austria and Stephen Ryan, Waseda University, Japan

      This international, interdisciplinary book series explores the exciting, emerging field of Psychology of Language Learning and Teaching. It is a series that aims to bring together works which address a diverse range of psychological constructs from a multitude of empirical and theoretical perspectives, but always with a clear focus on their applications within the domain of language learning and teaching. The field is one that integrates various areas of research that have been traditionally discussed as distinct entities, such as motivation, identity, beliefs, strategies and self-regulation, and it also explores other less familiar concepts for a language education audience, such as emotions, the self and positive psychology approaches. In theoretical terms, the new field represents a dynamic interface between psychology and foreign language education and books in the series draw on work from diverse branches of psychology, while remaining determinedly focused on their pedagogic value. In methodological terms, sociocultural and complexity perspectives have drawn attention to the relationships between individuals and their social worlds, leading to a field now marked by methodological pluralism. In view of this, books encompassing quantitative, qualitative and mixed methods studies are all welcomed.

      All books in this series are externally peer-reviewed.

      Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.

      PSYCHOLOGY OF LANGUAGE LEARNING AND TEACHING: 20

      Teachers

      of Multiple

      Languages

      Identities, Beliefs and Emotions

      Eric K. Ku

      MULTILINGUAL MATTERS

      Bristol • Jackson

      DOI https://doi.org/10.21832/KU4525Library of Congress Cataloging in Publication Data

      A catalog record for this book is available from the Library of Congress.

      Names: Ku, Eric K., author.

      Title: Teachers of Multiple Languages: Identities, Beliefs and Emotions/Eric K. Ku

      Description: Bristol; Jackson: Multilingual Matters, [2023] | Series: Psychology of Language Learning and Teaching: 20 | Includes bibliographical references and index. | Summary: This book presents narrative research on individual teachers of multiple languages (TMLs). It uncovers what makes TMLs unique and reveals the complex identities, beliefs and emotions involved in being a TML. The author offers new, globally-relevant insights for language teaching research at individual, pedagogical and institutional level— Provided by publisher.

      Identifiers: LCCN 2023010358 (print) | LCCN 2023010359 (ebook) | ISBN 9781800414525 (hbk : alk. paper) | ISBN 9781800414518 (pbk : alk. paper) | ISBN 9781800414549 (epub) | ISBN 9781800414532 (pdf)

      Subjects: LCSH: Language and languages—Study and teaching. | Language teachers. | Multilingual education.

      Classification: LCC P53.85 .K8 2023 (print) | LCC P53.85 (ebook) | DDC 407.1—dc23/eng/20230413

      LC record available at https://lccn.loc.gov/2023010358

      LC ebook record available at https://lccn.loc.gov/2023010359

      British Library Cataloguing in Publication Data

      A catalogue entry for this book is available from the British Library.

      ISBN-13: 978-1-80041-452-5 (hbk)

      ISBN-13: 978-1-80041-451-8 (pbk)

      Multilingual Matters

      UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.

      USA: Ingram, Jackson, TN, USA.

      Website: www.multilingual-matters.com

      Twitter: Multi_Ling_Mat

      Facebook: https://www.facebook.com/multilingualmatters

      Blog: www.channelviewpublications.wordpress.com

      Copyright © 2023 Eric K. Ku.

      All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.

      The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.

      Typeset by Deanta Global Publishing Services, Chennai, India

      Contents

      Tables and Figures

      Acknowledgements

      Abbreviations

      1 Who are Teachers of Multiple Languages? Naming and Defining the Unseen

      2 The Current State of TML Research

      3 Researching TMLs through Narratives and Photographs

      4 Ann’s Narrative: Accessing Global Dreams as a TML

      5 Megan’s Narrative: Resisting Institutional Inequalities as a TML

      6 Haruko’s Narrative: Navigating Native-Speakerism as a TML

      7 Insights about TMLs

      8 Future Directions: Rethinking the Language Teachers We Think We Know

      Appendices

      References

      Index

      Tables and Figures

      Table 2.1 Studies about TMLs or the teaching of multiple languages

      Table 2.2 Examples of active TML programs

      Table 3.1 Demographic profile of participants

      Table 3.2 Summary of data collection process

      Figure 3.1 The Douglas Fir Group’s framework (Adapted from Douglas Fir Group, 2016; Copyright 2016 by The Modern Language Journal)

      Figure 4.1 Stages of Ann’s career trajectory

      Figure 4.2 Ann’s students doing Chinese calligraphy

      Figure 4.3 A gift from Ann’s student

      Figure 4.4 The department’s Chinese New Year event

      Figure 4.5 Ann’s students practicing for a skit

      Figure 4.6 An email from Ann’s student

      Figure 4.7 The textbook used in Ann’s Chinese class

      Figure 5.1 Stages of Megan’s career trajectory

      Figure 5.3 Celebration with Megan’s colleagues

      Figure 5.4 A birthday celebration for Megan

      Figure 5.5 Using an alternative type of assessment

      Figure 5.6 Megan’s students forming a bond

      Figure 5.7 A strong sense of community

      Figure 5.8 A positive learning atmosphere

      Figure 5.9 The positive social impact of a writing class

      Figure 5.10 A gift from Megan’s student

      Figure 5.11 Megan’s relationship with using technology in language teaching

      Figure 5.2 Collaborating with colleagues

      Figure 6.1 Stages of Haruko’s career trajectory

      Figure 6.2 Haruko’s self-introduction

      Figure 6.3 Using Japanese to teach EFL

      Figure 6.4 Awareness of the sociocultural environment of the classroom

      Figure 6.5 Having students to use drawing

      Figure 6.6 Digitally highlighting the textbook

      Figure 6.7 Creating a sample college application video

      Figure 6.8 Reviewing textbook content

      Figure 6.9 A communicative ice-breaker activity

      Figure 6.10 A new extensive reading program

      Acknowledgements

      I am indebted to Dr Yeu-Ting Liu not only for offering his invaluable guidance and inspiration in research, but also for exemplifying great wisdom, empathy and compassion toward the bigger picture of what it means to be a scholar and teacher. Much of what can be achieved in academic scholarship rests upon some form of mentorship, often thankless, from those who have come before us. Thank you for your mentorship.

      This book would also not be possible without the generosity of the participants, Ann, Haruko and Megan, for investing their precious time and emotional spirit in sharing their personal stories. Conversations with many other colleagues, friends and students also gave me inspiration for this book, including Cheyenne Maechtle, Cynthia Lee and Cho Yi.

      I am grateful to Dawn Jin Lucovich for organizing our online writing accountability group. The support I received from the community we created together with Anne, Satchie, Wendy and others was invaluable in the process of composing this book. And finally, I want to thank the anonymous reviewer(s) and editors whose constructive feedback helped me make improvements with each draft and see my own writing from new perspectives.

      Abbreviations

      1 Who are Teachers of Multiple Languages? Naming and Defining the Unseen

      No teacher begins a graduate teacher education program with a blank slate.

      (Wolff & De Costa, 2017: 76)

      Situating the Book

      I begin this book by proposing a broadening of the above quote from Wolff and De Costa (2017) beyond graduate teacher education programs; that is, no teacher begins their teaching with a blank slate. Even those in their first year of teaching come with a background. A history. A story. And though it is impossible to know everything about language teachers, our investment in acknowledging and understanding their backgrounds, histories and stories sets the stage for what we can know about language teachers and their work.

      The origin of this book is inspired by some of my own experiences as a former faculty member at the University of Taipei in the Department of English Instruction. I had begun developing the idea of ‘teachers of multiple languages’ (TMLs) and started searching for research participants, specifically teachers who had taught or were currently teaching multiple languages. It was then that I realized that I actually did not know if any of my own colleagues had taught any other languages beyond English. I had never thought to ask. And perhaps because we were all part of the ‘Department of English Instruction’, I had assumed that they were all simply English teachers and ascribed to them that singular label without much thought. But the idea that some of them might be TMLs incognito intrigued me. When I asked my colleagues ‘Have you taught other languages before?’, some replied ‘No’, but others had responses that were more nuanced. One colleague initially said ‘No’, but explained that prior to being a professor of English, she was an elementary school teacher who had taught Mandarin Chinese. Another colleague also replied ‘No’, but mentioned that in addition to teaching English classes at our university, she was also teaching Southern Min (often referred to as ‘Taiwanese’) at an elementary school. Both colleagues asked me whether those experiences ‘counted’ as ‘teaching multiple languages’. They seemed hesitant to fully commit to the idea that they were legitimate teachers of another language alongside English, despite the experience they had that proved otherwise. I realized from these interactions (and other similar interactions from searching for research participants) that unlike the identity of being a teacher of a single language (e.g. an English teacher), or even a speaker of multiple languages (e.g. being multilingual), identifying as a teacher of multiple languages was uncharted territory.

      This led me to wonder, how many of the language teachers we meet and know in our everyday encounters as colleagues, students, administrators, employers and friends have histories or present realities in teaching multiple languages that we do not know about because it is never asked or talked about? Why is it that we rarely consider the experiences of language teachers beyond the single identity we first come to know them by? This is where I begin this book – highlighting who TMLs are through their stories and experiences, and exploring what that means for language teaching research.

      Purpose of the Book

      The purpose of this book is to argue for the visibility and significance of TMLs as a demographic group of language teachers that has been largely overlooked in language teaching research. In both research and teaching contexts, they have been assumed to have the same teaching experiences as teachers of a single language but doubled. For instance, a teacher who has taught Japanese and Korean is generally considered to be a teacher who has taught an additional language in comparison to a teacher of Japanese. This book argues that special focus should be paid to TMLs because the experience of teaching multiple languages is unique from teaching a single language and impacts who teachers become and how they teach. I argue that teaching multiple languages is not simply an act of teaching a greater number of languages or an additional set of coursework, but also an act of navigating more complex worlds and developing additional ways of being through new identities, beliefs and emotions. Through narratives of individual TMLs, this book aims to understand who TMLs are, what makes TMLs unique and how understanding TMLs paves the way for new perspectives in research on language teachers, language teacher education and multilingualism.

      Defining ‘Teachers of Multiple Languages’

      A TML is a language teacher who has previously taught or is currently teaching multiple languages. TMLs are ‘a growing subset of the language teacher population in many countries’ (Calafato, 2020: 604), and are thus quite diverse; one cannot isolate one specific image of who TMLs are. One reason is because TMLs’ careers often involve teaching different student populations in various educational settings depending on the languages they have taught, as language teachers in today’s neoliberal education market are increasingly seeking careers beyond their local educational systems (Li & Lai, 2022). Therefore, the broad landscape of teaching multiple languages involves a wide range of educational institutions, geographical settings, language pedagogies, language policies and cultural ideologies. For example, the following are sample career profiles of several TMLs with different career trajectories:

      TML #1: A language teacher from the US who primarily taught adults English as a second language (ESL) as a part-time adjunct instructor at a community college and took on a second part-time job teaching German at a corporate office.

      TML #2: A language teacher in Norway teaching German and Spanish at an upper-secondary school.

      TML #3: A language teacher from Japan who taught Japanese heritage language classes in the US while studying for a master’s (MA) in teaching English to speakers of other languages (TESOL) program, and after obtaining her MA in TESOL, returned to Japan to teach English as a foreign language (EFL).

      TML #4: A language teacher from Turkey who taught EFL in Turkey, traveled to the US to temporarily teach Turkish at a US university for one year through a government-sponsored program, and returned to Turkey to continue teaching EFL.

      TML #1 and #2 are examples of teachers who are simultaneously teaching more than one language in their career, while TML #3 and #4 are examples of teachers who have taught multiple languages sequentially, transitioning from teaching one language into another. There may even be TMLs who are a combination of TML #1/#2 and #3/#4 (i.e. having taught multiple languages simultaneously and sequentially), such as a teacher who has taught English and Spanish simultaneously and switched careers to teaching Chinese. Certainly, other combinations of TMLs are possible as these categories largely depend on the circumstances of a TML’s career: what languages they teach, what contexts they are teaching in and when in their career they are teaching those languages. This also means that there can be great differences in the background and experience of one TML compared to another. The main point here is that teaching multiple languages looks different in different teaching contexts; there is a great diversity of means and pathways that can lead to the teaching of multiple languages. Despite the wide variation of circumstances, what many TMLs have in common is the multiplicity and non-linearity of TMLs’ careers that comes from teaching multiple languages as part of a ‘changing global workforce outside of the traditional teacher workforce that is usually conceived within a single subject area or school setting’ (Li & Lai, 2022). In other words, with each language TMLs teach, they are engaging with different linguistic systems, teaching methods, student demographics, classroom contexts, institutional systems, sociohistorical contexts and language ideologies – often not in a neat, linear manner. The experience of learning to navigate this multiplicity and non-linearity influences who TMLs are and how they teach, and is, ultimately, what makes them distinct from teachers who have only taught one language.

      The Need for a New Term: TML and Existing Terms

      Existing terms describing language teachers

      Research in applied linguistics has explored a plethora of terms to label and identify language teachers of various backgrounds. The diversity of ways we describe language teachers is no accident – the terminology that researchers and practitioners develop to conceptualize who teachers are and who they perceive themselves to be is an attempt to account for the realities that language teachers experience in their everyday lives (Darvin & Norton, 2015; Douglas Fir Group, 2016). In particular, multiple terms have been introduced within the past two decades to recognize language teachers in relation to using multiple languages, originally with the intent of providing alternatives for the term ‘non-native English speaker’ (Jain, 2018). These terms include ‘bilingual teachers’ (Lemberger, 1997; Rubio et al., 2021; Varghese, 2001), ‘multilingual teachers’ (Higgins & Ponte, 2017; Pavlenko, 2003), ‘the multilingual instructor’ (Kramsch & Zhang, 2018), ‘plurilingual teachers’ (Ellis, 2016; Maddamsetti, 2020), multicompetent teachers (Cook, 1999, 2016; Pavlenko, 2003) and translingual teachers (Jain, 2014; Menard-Warwick et al., 2019; Motha et al., 2012).

      While these existing terms all address some aspect of language teachers who know and use multiple languages in their teaching and non-teaching lives, none of the existing terms specifically addresses the experience of teachers who have taught multiple languages as separate subjects. In fact, these existing terms have quite a different focus than the term ‘TML’. Terms like ‘multilingual teachers’ and ‘translingual teachers’ aim to account for the knowledge and use of multiple languages in any subject that they may be teaching. García (2009: 193) refers to this as ‘multiple multilingual education’, or the use of more than two languages to educate, where ‘programs weave languages in and out of the curriculum, dropping them, expanding them, and using them for one function or the other’. In other words, these are educational contexts in which multiple languages are being used to teach subject content, such as mathematics, science, history or the visual arts. Scholars have been actively documenting where and how such education models are being implemented, such as bilingual or trilingual education in Hong Kong (Wang & Kirkpatrick, 2019) and Taiwan (Graham & Yeh, 2022; Pineda & Tsou, 2021), mother tongue language as instruction in Ghana (Ansah, 2014; Kioko et al., 2014), dual language programs in the United States (Arias & Fee, 2018; Christian, 2016; Domínguez-Fret & Oberto, 2022) or English as a medium of instruction classes in global higher education (Brown, 2014; Kim, 2017). These educational models challenge the long-standing assumption that teachers should only use one language to teach a subject and create learning environments that value multiple languages, though the format, implementation, impact and perceptions of multilingual education can vary widely.

      Why is there a need for the term ‘TML’?

      In contrast to multilingual teachers, the term ‘TML’ describes teachers who are teaching more than one language as a subject. While TMLs are multilingual individuals, they may or may not use multiple languages when teaching a language. That is, the term ‘TML’ does not describe how one teaches, but simply that one has taught more than one language as a subject in their career. While it is possible that TMLs are also multilingual teachers in that they teach multiple languages using multiple languages in each classroom, that may not be the case for many TMLs.

      Fundamentally, there is so far no common, established term to characterize teachers who have taught multiple languages. Without a common term, TMLs remain invisible in research, in the workplace and in their own self-conceptions. After all, how does one talk about or self-identify as a language teacher with the job experience of teaching multiple languages without a term like ‘TML’? The argument for introducing new professional, identity-based labels has been made before for recognizing instructors’ ability to speak multiple languages, which had previously been unaddressed and left invisible. While terms like ‘native’ or ‘non-native’ had been commonly used to describe language teachers, there were no terms that allowed teachers to be identified as multilingual. For example, in the following excerpt, Kramsch and Zhang (2018) remind us that for multilingual instructors, introducing new labels for language teachers may challenge language teachers’ conceptualizations of themselves and might make them feel uncomfortable, but could also introduce new ways of seeing themselves:

      Indeed, even though as individuals they might speak several languages and be members of several different cultures, as instructors they are trained to present themselves as monolingual and monocultural representatives of a nation-state. Such training, too, is the product of history and the effect of institutional power. Calling them ‘multilingual instructors’ might be a programmatic metaphor for the researcher and, as Lihua remarks in the Preface, it might open up for them new ways of seeing themselves, though some of them might feel uncomfortable with such a characterization and argue that they are in fact required to act as monolingual instructors. (Kramsch & Zhang, 2018)

      In line with Kramsch and Zhang (2018), one of the primary motivations and goals for this book and introducing the term ‘TML’ is to provide the possibility of a new way for TMLs to see themselves.

      Ellis (2004: 90) has made a similar argument for the explicit recognition of language teachers’ multilingualism, calling it the ‘one key aspect of teachers’ experience [that] is all but invisible in teacher education, employment and professional development’. Finally, Jessner (2008a: 41) has argued that in the context of teaching third languages, in order to properly take into account the role of the teacher in multilingual learning, ‘more than one perspective of that teacher has to be taken into consideration’, one of which is ‘the teacher who teaches several languages’.

      This book makes the case that establishing ‘TML’ as a new term specifically for identifying teachers of multiple languages is long overdue and necessary in order to (1) begin collecting, curating and contributing research on the teaching of multiple languages; (2) spotlight and learn from the stories and lived experiences of TMLs; and (3) professionalize the careers and identities of TMLs (Elsheikh & Yahia, 2020). Chapter 2 begins to make this case by providing a comprehensive overview of the current state of TML research.

      2 The Current State of TML Research

      In order to understand language teaching and learning, we need to understand teachers; and in order to understand teachers, we need to have a clearer sense of who they are: the professional, cultural, political, and individual identities which they claim or which are assigned to them.

      (Varghese et al., 2005: 22)

      Research on teachers of multiple languages (TMLs) is still an emerging landscape. The problem is not that TML studies do not exist. In fact, many studies in applied linguistics, language education and language policy/planning explore the experiences of TMLs or policies and programs relating to TMLs. Tables 2.1 and 2.2 provide a summary of selected studies that examine TMLs or the teaching of multiple ­languages. These studies are discussed in more detail throughout this chapter, so readers can refer to these tables as needed.

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